Abstract
We propose a new framework for conceptualizing measures of instructed second language (L2) pronunciation performance according to three sets of parameters: (a) the constructs (focused on global vs. specific aspects of pronunciation), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge elicited (controlled vs. spontaneous). Adopting this model (Framework for L2 Pronunciation Measurement) as a synthetic tool, we coded the instruments found in 77 studies of L2 pronunciation teaching published between 1982 and 2017. We calculated the frequency of each measurement type and reexamined the interaction of instructional effectiveness and measurement within the sample. According to the results, instruction is most effective when it targets learners’ monitored production of specific segmental or suprasegmental features. The efficacy of instruction remains relatively unclear when gains are measured globally via subjective, human judgments, especially at a spontaneous level. Open Practices: This article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS database at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
| Original language | English (US) |
|---|---|
| Journal | Language Learning |
| DOIs | |
| State | Published - Jan 1 2019 |
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Keywords
- instructed SLA
- meta-analysis
- pronunciation
- pronunciation teaching
- research synthesis
- second language
ASJC Scopus subject areas
- Education
- Language and Linguistics
- Linguistics and Language
Cite this
Effects of Second Language Pronunciation Teaching Revisited : A Proposed Measurement Framework and Meta-Analysis. / Saito, Kazuya; Plonsky, Luke D.
In: Language Learning, 01.01.2019.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Effects of Second Language Pronunciation Teaching Revisited
T2 - A Proposed Measurement Framework and Meta-Analysis
AU - Saito, Kazuya
AU - Plonsky, Luke D
PY - 2019/1/1
Y1 - 2019/1/1
N2 - We propose a new framework for conceptualizing measures of instructed second language (L2) pronunciation performance according to three sets of parameters: (a) the constructs (focused on global vs. specific aspects of pronunciation), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge elicited (controlled vs. spontaneous). Adopting this model (Framework for L2 Pronunciation Measurement) as a synthetic tool, we coded the instruments found in 77 studies of L2 pronunciation teaching published between 1982 and 2017. We calculated the frequency of each measurement type and reexamined the interaction of instructional effectiveness and measurement within the sample. According to the results, instruction is most effective when it targets learners’ monitored production of specific segmental or suprasegmental features. The efficacy of instruction remains relatively unclear when gains are measured globally via subjective, human judgments, especially at a spontaneous level. Open Practices: This article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS database at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
AB - We propose a new framework for conceptualizing measures of instructed second language (L2) pronunciation performance according to three sets of parameters: (a) the constructs (focused on global vs. specific aspects of pronunciation), (b) the scoring method (human raters vs. acoustic analyses), and (c) the type of knowledge elicited (controlled vs. spontaneous). Adopting this model (Framework for L2 Pronunciation Measurement) as a synthetic tool, we coded the instruments found in 77 studies of L2 pronunciation teaching published between 1982 and 2017. We calculated the frequency of each measurement type and reexamined the interaction of instructional effectiveness and measurement within the sample. According to the results, instruction is most effective when it targets learners’ monitored production of specific segmental or suprasegmental features. The efficacy of instruction remains relatively unclear when gains are measured globally via subjective, human judgments, especially at a spontaneous level. Open Practices: This article has been awarded an Open Materials badge. All materials are publicly accessible via the IRIS database at https://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.
KW - instructed SLA
KW - meta-analysis
KW - pronunciation
KW - pronunciation teaching
KW - research synthesis
KW - second language
UR - http://www.scopus.com/inward/record.url?scp=85065162581&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85065162581&partnerID=8YFLogxK
U2 - 10.1111/lang.12345
DO - 10.1111/lang.12345
M3 - Article
AN - SCOPUS:85065162581
JO - Language Learning
JF - Language Learning
SN - 0023-8333
ER -